~ thoughts of a working mother of teen with autism

Category Archives: Education

On Wednesday, February 6th, 2013, my daughter declared, “this is best day of my life.”

That followed a program (IEP) review meeting that she attended, along with our home school district CSE chairperson and district school psychologist, and her attending school’s two program directors (who are special education teachers), her teaching assistant, her school psychologist, her guidance counselor, and her parents.

At that meeting we made a life changing decision to remove “high school diploma” from her IEP in the middle of her 10th grade year. She was delighted, I was depressed. It’s not like I was surprised by the recommendation from her program director. He had been proposing this since last spring. And it seems everyone else on the CSE (Committee on Special Education) agreed with this change. It means that my daughter will no longer be held to New York State academic requirements.

They felt that the academic challenge was too great for her, that given how she had performed on class work and midterms, that passing the Regents exams was a big stretch. They reasoned that without having to work towards passing the Regents exams they could be freed up to teach only the more relevant content, and reduce the stress for her.

I got it. But, I felt like I failed. Since she was 5 years old I had been searching for an educational approach that would be stimulating, relevant, meaningful, useful, and appropriate, leveraging her strengths while building up her weak areas – all the while earning the diploma that I thought she deserved. In that search she had been in 5 different academic programs.

Until recently, a high school diploma did not seem completely out of reach for Isabelle. New York State had offered an alternate set of exams called the Regents Competency Tests (RCTs) for students who did not pass the Regents exams. I had been hearing about this for years at SEPTA meetings and parents of teens several years ahead of Isabelle had recommended this as the “solution” for a diploma. The CSE had also endorsed this approach.

On the other hand, parents of students who seemed to perform at my daughter’s level wondered why I was so obsessed about a high school diploma anyhow. They figured that their child would not be attending college, that they would not be in the competitive job market, and that their child would qualify for government support, that a diploma would be a useless document, and that a curriculum that focused on earning a diploma would be a waste of time.

My philosophy in raising a child with a disability has been to aim high, and to insist that teachers and administrators set high expectations too. As the quote goes, ‘Shoot for the moon. Even if you miss it you will land among the stars.’ (Les Brown)

But low and behold, the Regents eliminated the RCTs as an option for students entering 9th grade in September 2011. When did I learn about this? June 2011, a month after our CSE meeting that planned for her freshman year. There went our strategy that we had in place for 10 years. (Apparently the Board of Regents had been planning to eliminate the RCTs for years but no one ever told me.)

So when Isabelle entered 9th grade in September 2011, she was enrolled in Regents prep classes, but with no RCT as her safety net.

The heads of special education in Westchester County’s public school districts did not support this change and were very concerned about students like my daughter that were the “gray area”. The regional association of special education directors held a meeting and invited Becky Cort, then head of NY State Special Education and a Regent to a meeting. A panel of professionals spoke about the negative implications and consequences of the decision to eliminate the RCTs. I then had an opportunity to speak from the audience and shared my concerns as a parent. There were lots of angry and frustrated professionals in that room. But the State Education representatives were not moved.

Last August I wrote a blog post about my frustration with a proposal by the Regents to replace the RCT with a “safety net” for students with IEPs to earn a NY State with allowance for lower scores on the Regents exams, the same exams that all high school students must take to earn a Regents diploma in New York State.

But despite my lack of belief and support for this new plan (oh, by the way, I did submit a comment to the Regents but never got a response) I continued to push my daughter in her modified academics program. “Modified” means that the content for the subject is modified from the general education curriculum and taught by a special education teacher in a way to enable students with learning disabilities to absorb the core content enough to be able to pass the Regents test for that subject. If this sounds to you like teaching to the test, you are right. The teachers focus on teaching students how to answer questions that would be asked on the Regents exam, and have no time to enable the students to be creative and explore special areas of interest. (For example, my daughter has never been assigned projects to do at home or group assignments that required weekend collaboration).

But I thought or hoped that being in a classroom that focused on the core curriculum would be beneficial towards her intellectual and social development. I thought of the brain as a muscle that needed to be exercised and that not pushing to the maximum would mean atrophy. I also thought that a high school diploma meant she would have a better chance of living an independent life as an adult. (It’s true that I ignored those parents who told me about students who earned a diploma but could not function in any workplace).

I was disappointed that her teachers could not use teaching methods that had proven effective (because I was told they had to drill for the test and teach test taking techniques). As I spent time with my daughter on her homework, I started to realize how meaningless and uninspiring her school work was to her.

For some students who had significant disabilities, and were never on a diploma track (ie, not in classes that taught core curriculum) but were working towards achieving their individual education plan (IEP) goals, they would receive the IEP diploma. In 2012 there was a proposal to replace the IEP “diploma” (which was never really a diploma but just a certificate that indicated a student met his IEP goals). The Regents renamed this certificate the Skills and Achievement Commencement Credential for Students with Severe Disabilities. It is intended for students who are eligible to take the New York State Alternate Assessment (NYSAA) which can be up to 1% of students in a school district. Here is more information about the certificate

I had been aware of that plan. (And that was not the plan for my daughter.) But to my surprise, I just learned about an additional option – apparently announced in September.

Here is what I found:

‘In September 2012, the Board of Regents directed staff to develop a commencement credential documenting attainment of the Career Development and Occupational Studies (CDOS) learning standards for other students with disabilities, including students with disabilities who are unable to earn a regular diploma. The Regents supported development of proposed regulations in accordance with the following guiding principles:

In addition to academic preparation, students need to be able to demonstrate knowledge and skills relating to career development, integrated learning and universal foundation skills essential for success in the workplace (CDOS Learning Standards).

Students need to be actively engaged in career planning and preparation and their participation in career awareness, exploration and preparation activities should be valued, encouraged and recognized.

Students should participate in meaningful career development opportunities that are developmentally and individually appropriate, in consideration of the students’ strengths, preferences and interests and that provide real world work experiences.

The proposed regulations are expected to strengthen existing transition planning and implementation for students with disabilities because they emphasize student involvement in career planning; require districts to offer opportunities for students to engage in work-based learning activities and instruction toward the CDOS Learning Standards in order to earn this credential; and provides a student with documentation on his/her readiness for entry-level employment (employability profile).

The Certificate would not be considered a regular high school diploma in accordance with State standards or for federal accountability purposes and a student with a disability who exited school with this Certificate continues to be eligible for a free appropriate public education until the end of the school year in which the student turns age 21 or until the receipt of a regular high school diploma, whichever shall occur first. (more here on the special education amendment)

So this is now the next option for Isabelle: a certificate but not a diploma.

For Isabelle, this means less homework, less demands at school, and no diploma. For me this means, yet again, letting go of a goal and a dream, something most parents take for granted.

If anyone wants to hear about this new certificate, come to the meeting on March 13, 2013 where Pleasantville School District’s head of special education, Dr. Carolyn McGuffog will discuss the new NYS HS Diploma Credential. 7pm at the Pleasantville High School Library/Media Center

A high school dance is coming up next week. While Isabelle does not like loud environments, she does like to dance. And given this is an activity she can “fit in” socially, I thought it would be something I would encourage her to do. She used to like the middle school dances. Yes, she wanted to leave before it ended but she seemed to enjoy herself for the time she participated.

But knowing that this dance would be a challenge – she had not gone to one in the high school yet – I wanted to make sure she had companions (I can’t actually bring myself to call them friends) to accompany her. So I contacted the teacher advisor for the school’s ECHO club, the social service club to see if she would help arrange a match.

To my surprise, I was told:

“I think this is something that needs to be discussed between you and the ISP staff. ECHO members typically would not be placed with a peer for an activity like this – in middle school it was a different situation because of the age differential, and since the HS girls were not attendees at that activity.”

My first thought was, why shouldn’t students be asked to help a peer? My second thought was, why does supporting a special needs student have to go through the special education teaching and program staff?

Showers are where I get some ideas sorted out, and many of you know I like analogies. I thought of this one:

Let’s say you had a grandma that lives in a nursing home or has a full time aid to help her with daily living such as eating and hygiene. Now it is Thanksgiving and you want grandma to come – because we all need a grandma at the table. And if there is a family photo she would need to be in it, or there would have to be some explaining. But you say the aid needs to come too, because you don’t want to be responsible for getting grandma to the bathroom, or wiping food off her face, or seeing her frail hands shake, or cleaning up after she drops the glass, or feeling uncomfortable because she can’t follow the conversation, or annoyed that you have to remind her of who her nephew is. The aid is there so the family members don’t have to be burdened. So grandma as member of the family is just an illusion, she is really a member of the nursing home on visit to make the family think they are including her. The holiday photo is taken and shared on Facebook. Everyone feels proud that grandma came. And the photo proves that they love grandma.

Well that is what I am finally seeing happens with “inclusion” in school. And I have been fooled all these years. (I can hear you all saying “I told you so.”)

Inclusion seems to mean the teaching assistant chaperones the student with a disability so that she can sit on the bench with the other kids with disabilities at the homecoming bonfire. It does not mean asking the actual members of the community to put in any effort, to take any responsibility, or to make any commitment to enabling their peers to participate. The responsibility is given to the TA. But the TA is not a member of the student community. Then a picture is taken to prove that the student was there and thus “included”.

Until peers put in some effort to help their fellow classmates, inclusion is just an illusion. Until adults teach kids to make the effort, this illusion will perpetuate.

PS I won’t let her go if it means a TA is going to chaperone her. How humiliating for a 16 year old girl!

PPS – example of inclusion – set up by adults but implemented by kids: wrestling boys

Or more specifically – what is the value of a New York State high school diploma in the era of No Child Left Behind?

When a child with a disability enters school the IDEA law (Individuals with Disabilities Education Act) requires that the student receive an individual education plan (IEP). In the document there has been a check off for indicating if the student is on a track to earn a high school diploma. Since my daughter was in kindergarten I insisted each year that the IEP indicate that she was going to earn a diploma (the alternative would be that without the goal of a diploma the academics would not need to be rigorous and expectations of achievement would be lower.) The non-diploma option is often referred to as an IEP “diploma” which means the student achieved there personal goals and receives a certificate.

This fall, after my daughter started 9th grade (and we had her Individual Education Plan – IEP – in place) I learned that she and many of her cohorts would likely not be able to earn a high school diploma – due to a change instituted by the NY Stated Department of Education.

In NY, students take exit exams called “Regents” (the school system is overseen by a board of regents) and need to pass at least 5 of these exams in order to earn a high school diploma. Passing is 65 or above. For students with disabilities there had been an alternative exam as a back up called the Regents Competency Test (RCT).

Because the curriculum changed over the years – many special education students were now enrolled in modified classes but taught the same content as the general education curriculum – the Board of Regents determined that these alternative tests, the RCTs, were no longer relevant so they eliminated them. Beginning with this year’s 9th graders, all students must take the very rigorous Regents exams. Students with IEPs are given the safety net of passing with a 55 or better – but still in 5 subjects. If you don’t pass all 5 you don’t get a diploma – no matter how hard you worked for 12 years.

The chances of my daughter getting a 55 in the Regents algebra and geometry tests are slim to none (compared with her chances of getting a 55 in English, Global History, US History, and Biology – slim to some).

That is why my daughter’s opportunity to earn a high school diploma has been stolen from her.

Some of you with kids with IEPs have asked me directly or shook your head and wondered why I have been so focused on a diploma. Many have said that a diploma does not prepare a student for life after high school if the student is not planning to attend college, and the single curriculum is only geared towards preparing students for college. I agree, especially since there are no vocational tracks and courses any longer. They have been eliminated because the Regents must believe that the only worthwhile life course requires college. (I wonder if they think plumbers, hair stylists, chefs and auto mechanics needed college to pursue their professions).

Besides deserving a diploma for showing up every day and putting in your best effort in spite of all the challenges – learning, social and emotional – that a student with a disability has, a diploma is required for almost any job, and is required for any post secondary education – even in a specialty area.

In middle school Isabelle attended the mainstream classes but the course content was modified and pre and post taught to her in a way she learned best. She was engaged and she also participated in projects with the “typical” students.

Now in high school she attends classed called “modified” where the teacher presents the same curriculum as the general ed class but simplified to the bare essence. There is so much focus on passing the Regents exams that the teachers spend much of the class teaching how to take the test. So there is no teaching based on how the student learns the content best, it is all about learning how to pass the test.

Given this: that there is less focus on getting understanding of some subset of the content and making it personally relevant and useful, and teaching in a way that is multi-sensory – I question what is the point?
I wanted to find out how many other parents of 9th graders were concerned about the loss of the RCT as an option so I created an online survey and here is a summary of results .

Of those responders who have children in 9th grade now…..

Enrollment in Regents level classes:
• 43% of 9th graders are enrolled in all Regents level classes
• 24% are in some Regents classes
• 33% are in none

Importance of a diploma:
• 90% of parents of 9th graders believed that a high school diploma is very important and necessary

Likelihood of passing Regents exams:
• 14 % of parents believe their child could pass ALL of the Regents tests
• 69% believe they could pass some
• 88% of responders believe that their student could NOT pass Algebra
• 70% believe they could NOT pass Geometry
• the other subjects that could not pass range from 29% to 59%

Diploma
• Only 52% of parents of 9th graders were aware that RCTs were not an option for their student
• 43% of parents of 9th graders were not aware that their child had to get 55 or above on all 5 Regents tests to get a high school diploma
• 71% of parents of 9th graders reported : I am concerned and would take action to make sure there is an alternate assessment for 9th graders and beyond

Adult safety net
Only 33 % of parents of 9th graders though their child would qualify for OPWDD (Office of People with Developmental Disabilities) which provides Medicaid services

Besides the quantitative data, I also collected qualitative responses: here are some responder comments copied directly from the survey.

Are you aware that if your student – who is currently in 9th grade or below – does not pass all 5 Regents exams they will not receive a high school diploma (students with IEPs can get 55 or above)

grossly unfair

How dare you deny lesser abled people the right to achieve success and to receive the recognition of a diploma! (A veteran 37-year teacher with a multiply handicapped 9th grader)

Yes and is why we are contemplating moving out of state before my son graduates from high school.

I plan on sending my son to private school in ct beginning with 9th grade-they don’t have regents there

Not sure why this was changed, but my son just took RCT for Math for the 2nd time this wk & finally passed. Not sure what could be done if it weren’t available to him.

How will my child get a job?

Responder comments:How important is obtaining a high school diploma to you for your child?

Having an IEP diploma is essentially useless.

employment options will be significantly hindered without it.

we would be very proud of him! He would be proud too!

I believe there may be some empolyers who discriminate on the basis of not receive a diploma even though such discrimination may not be lawful.

my child is severly disabled but I am very concerned for those children that are high functioning but would have trouble passing some of the Regents.

Where does anyone expect any kid to go?? They are limiting their possibilities all based on tests & not measuring their knowledge any other way therefore limiting their possibilities in life.

VERY IMPORTANT BECAUSE WHEN I FOUND OUT THIS YEAR THAT MY SON WAS NOT GOING TO GET A DIPLOMA I WAS SHOCKED.

I am very disturbed by this because various vocational options which my child could potentially do have a high school diploma as a pre-requisite.

Responder comments:How concerned are you that there is no alternative assessment to the Regents exams for students with IEPs to be able to earn a high school diploma, and what would you do?

May need to look at private school.

I worry about the students who will not have the RCT exams to assist them in earning a high school diploma; however, my son will have graduated by that time and I do not have the time or energy to take any action on behalf of future students.

I will be writing the Regents about this. I am very disappointed that the Regents solution is that the kids just keep taking Regents over and over. I am disappointed that this was on the table for 10 years but they have not come up with alternative. If this was the public sector, someone would have been fired for this lack of planning.

my son is in 6th grade so i am not too too concerned right now. will be more concerned next year and year after.

If this survey is accurate in stating that there in NO diploma available for them if they don’t pass the regents…I will take action

I currently have my child in private school inorder to essure a HS diploma

Although the lowering of the grade to 55 and above is helpful to many students it doesn’t solve the whole problem.

I would hope that an alternate diploma would be an option for ALL students, not just those with IEP’s.

This change takes a lot of students that are on the brink of emergent learning and makes it choices for High School, near impossible. It’s either regents track or life skills. The anxiety of the students and the fact that some are learning well below grade level is not taken into account. If you are learning anywhere from a 3-5 grade level in 8th grade what choices are available? Can a student working on a 3rd grade math test pass the regents, at any level? What health or mental health problems will be caused by this lack of providing education without the pressure of testing. A test they will more then likely never be able to pass.

Unfortunately, my son wouldn’t be able to take regents, I do believe though if my son was higher academically it would be a concern for me.

A HS Diploma should be the goal of every student. Alternate Assessment, though not implemented very well, was set up to better assess the goals and progress of lower functioning students.The Alt Assessment should continue to lead to a High School Diploma. Change the wording on the diploma to reflect the IEP goals were met and it is NOT a Regent Diploma, but do not further stigmatize our students in special education by not valuing their years in school.

There should be another path available for students with IEPs to obtain Local HS diplomas. The IEP diploma is worthless. It is unfair to encourage students (and parents) to be in mainstream classes and then make it impossible for them to succeed.

I am considering a move out of NY to a state that does not have such requirements.

For a young adult to enter a general training or certificate program, they need to have a diploma. Without this credentail, we are shutting the door to all career opportunities for young adults in the future.

This is now getting some attention because why? MONEY. IDEA says a student with a disability can stay in school until she earns a diploma or turns 21. That means up to 3 more years of public funded education. LoHud just published an article about this